Education Commons^™

Social-Emotional Learning: Preschool Teachers’ Perspectives From Urban And Rural Contexts, Seema Lasi, Khushal Khan, Noreen Afzal

Human Development Programme

Social-emotional learning (SEL) is an integral part of holistic child development. The early years of life are the best window of opportunity when children acquire self-regulation which stays with them throughout their lives. A qualitative exploratory design with focus group discussions (FGDs) was used for preschool teachers’ perspectives on SEL from urban and rural areas of Pakistan. Five (5) FGDs were organized, each with 8 to 10 teachers. Insights were highlighted by teachers from urban and rural contexts. Urban schoolteachers demonstrated a better understanding of SEL as compared to rural schoolteachers. The main themes identified during the analysis were teachers' …

Seeds Of Trust Ripe As Luscious Fruits: Faculty Mentorship Forum At Aga Khan University Medical College, Rehana Rehman, Rahila Ali, Saira Khalid, Tazeen Saeed Ali

Department of Biological & Biomedical Sciences

Background & objective: Faculty members require mentoring in all stages of their professional development. Aga Khan University (AKU) has initiated mentorship programs for students and faculty at AKU Medical College (AKU- MC) and AKU School of Nursing and Midwifery (AKU-SONAM). This study aimed to explore perceptions of mentors, mentees, administrators (chairs, co-chairs, founder members and coordinators of the mentoring program) and leadership and further investigate the strengths and challenges faced by 'Faculty Mentorship Program' at AKU- MC.
Methods: We conducted a qualitative exploratory study from February till December 2021 after approval from AKU using purposive criterion sampling. Mentors, mentees, administrators …

Investment In Teacher-Education Versus Teacher-Educational Research For Effective Teacher-Professional Learning, Nipael Mrutu, Esther Kibga, Aladini Hoka, Peter Kajoro, Fredrick Mtenzi, Hamis Nkota, Tage Biswalo

Institute for Educational Development, East Africa

Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another.

Methodology: The analysis used 45 articles related to the three aspects, published in ten …

Thinking Global, Acting Local, Ali Gohar Qazi

Institute for Educational Development, Karachi

Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.

Policy Analysis Of Girls’ Primary School Completion In Rural Sindh: Root Causes And Policy Recommendations Using Iiep Education Policy Toolbox, Sajid Ali, Aisha Naz Ansari, Mushtaq Ahmed, Zobia Israr Ahmed, Naveed Saleh Siddique, Naveed Ahmed Shaikh, Shazia Solangi, Mujeeb Rehman Khatri, Tauseef Lateef

Institute for Educational Development, Karachi

This report emerged from the policy analysis work produced as part of the course titled ‘Diagnostic tools for improving education policy planning’ by the IIEP-UNESCO with support from KIX. This course enabled us to explore diagnostic tools and their implications, specifically for developing countries, and helped the team unpack diagnostic tools and learn the history of their evolution. We further learned how the education management information system works and how data is essential for policy decisions. Finally, we engaged with real policy analysis using the IIEP Education Policy Toolbox. As a team, we chose to study the issue of girls’ …

Transforming Teaching & Learning In Higher Education: Stories Of Impact From The Aga Khan University, Jane Rarieya, Tashmin Khamis, Lucy Spowart

Books

No abstract provided.

Policy Analysis: School Clustering Policy, Sajid Ali, Aisha Naz Ansari

Institute for Educational Development, Karachi

No abstract provided.

Needs Assessment For Faculty Development In Health Professions Education At A Medical University In Karachi, Pakistan, Tabassum Zehra, Sana Saeed, Rahila Ali, Amber Sultan, Areeba Hussain

Department for Educational Development

Faculty Development (FD) embraces all educational activities used by teachers to improve their knowledge and skills for enhancing their academic competencies. This study aimed to identify the areas in Health Professions Education (HPE) in which formal faculty development is required. A needs assessment survey was conducted from among the faculty members at the Aga Khan University (AKU), Karachi, Pakistan, and the French Medical Institute for Mother and Children, Afghanistan. Data was analysed using SPSS 20.0 and reported frequencies and percentages according to various academic tracks. Competency-based curricula (51%), providing effective feedback (51%), developing Objective Structured Clinical Exam (51%), and clinical …

Assessing The Validity Of Admission Test Into The Internship Programme At A Private University In Pakistan, Qamar Riaz, Naveed Yousuf, Muhammad Shahzad Shamim

Department for Educational Development

Objective: To report the development and validity assessment of a comprehensive model of assessment method comprising written test and multiple mini interviews for selection in a medical internship programme.
Method: The psychometric validation study was conducted at the Aga Khan University, Karachi, and comprised anonymised scores of written admission test, multiple mini interviews and exit written exams for all the interns who completed their internships in 2018 and 2019. Correlation between admission and exit tests, and predictions were assessed. Data was analysed using SPSS 20.
Results: There were 160 interns; 80(50%) each in 2018 and 2019. Mean scores were …